Why do we have to do this? Is a common question that teachers hear upon assigning a research assignment? Carlson and Brosnahan remind teachers why this question is more important than we think. They explain that as teachers we need to ask ourselves this question to determine what the content and learning outcomes of the assignment really are. What information literacy skills are our students going to learn from completing this assignment? Do our students know how to acquire, use and then synthesize information for a specific purpose?
They continue to explain that often teachers focus on and evaluate the end product of an assignment. But in order to teach information literacy we need to spend more time focusing on the process of collecting, evaluating and then synthesizing information. One way to do this is to assign different types of assignments, instead of fact based research reports. Some examples of types of assignments that focus more on information literacy skills and the research process provided in this chapter are:
1. Create an annotated bibliography. 2. Create a pathfinder for their topic http://eduscapes.com/earth/informational/path1.html 3. Create a webquest to be shared with their peers. http://www.webquest.org/ 4. Let students choose a research topic and guide them through the process of creating guiding questions that require them to do research to form an opinion on their topic.
Chapter 2: There's No Stuff in This Library
In this chapter they remind us that teacher librarians are information specialists in their schools, and are an invaluable resource to the students and their colleagues. Ways teacher-librarians can help classroom teachers through collaboration are:
Scheduling – Time and Resources – Make sure that the library is available and that the resources required for a specific assignment are not already being used by another class.
Resources – Collecting and Purchasing – Purchase resources on specific topics (if they know what teachers are planning to assign). Purchase resources that are at the student’s level. Advise teachers and students if they are researching an obscure topic, that there might not be many resources available for. Collecting resources for projects and creating pathfinders.
Instruction – Teach proper research skills and introduce students to a variety of different resources and how to evaluate and use them effectively.
Collaboration – Plan, teach and assess with colleagues.
As teacher-librarians we know how important it is to collaborate with classroom teachers, but this is not as easy as it appears. Often teacher-librarians struggle to get teachers to come into the library and collaborate with them due to time constraints.
How do we encourage teachers to collaborate with us? Please share any successful strategies that you have used in your schools that could be used by us all.
Information Considerations
Chapter 1 : Why do We Have to Do This?
Why do we have to do this? Is a common question that teachers hear upon assigning a research assignment? Carlson and Brosnahan remind teachers why this question is more important than we think. They explain that as teachers we need to ask ourselves this question to determine what the content and learning outcomes of the assignment really are. What information literacy skills are our students going to learn from completing this assignment? Do our students know how to acquire, use and then synthesize information for a specific purpose?They continue to explain that often teachers focus on and evaluate the end product of an assignment. But in order to teach information literacy we need to spend more time focusing on the process of collecting, evaluating and then synthesizing information. One way to do this is to assign different types of assignments, instead of fact based research reports. Some examples of types of assignments that focus more on information literacy skills and the research process provided in this chapter are:
1. Create an annotated bibliography.
2. Create a pathfinder for their topic http://eduscapes.com/earth/informational/path1.html
3. Create a webquest to be shared with their peers. http://www.webquest.org/
4. Let students choose a research topic and guide them through the process of creating guiding questions that require them to do research to form an opinion on their topic.
Chapter 2: There's No Stuff in This Library
In this chapter they remind us that teacher librarians are information specialists in their schools, and are an invaluable resource to the students and their colleagues. Ways teacher-librarians can help classroom teachers through collaboration are:Many sample collaboration forms that can be used with teachers can be found on the following sites.
http://www.tsl.state.tx.us/ld/schoollibs
http://www.indianalearns.org/collabrativesheets.asp
http://eduscapes.com/sms/overview/collaboration.html
As teache
How do we encourage teachers to collaborate with us? Please share any successful strategies that you have used in your schools that could be used by us all.